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LevelOne

1.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.

2.Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.

3.Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthecomplexityofcausesofrainforestdestruction.

4.Childrenengrossedinamake-believeworld,foxcubsplay-fightingorkittensteasingaballofstringaren’tjusthavingfun.

5.Theproblemofhowhealth-careresourcesshouldbeallocatedorapportioned,sothattheyaredistributedinboththemostjustandmostefficientway,isnotanewone.

6.ButByerspointsoutthatthebenefitsofincreasedexercisedisappearrapidlyaftertrainingstops,soanyimprovementsinenduranceresultingfromjuvenileplaywouldbelostbyadulthood.

7.Wealreadyknowthatratpupsdeniedthechancetoplaygrowsmallerbraincomponentsandfailtodeveloptheabilitytoapplysocialruleswhentheyinteractwiththeirpeers.

8.Thenotionisthatpeoplehavefailedtodetectthemassivechangeswhichhavehappenedintheoceanbecausetheyhavebeenlookingbackonlyarelativelyshorttimeintothepast.

9.Thereareprobablynoquestionswecanthinkupthatcan’tbeanswered,soonerorlater,includingeventhatmatterofconsciousness.

10.IshalldefinehimasanindividualwhohaselectedashisprimarydutyandpleasureinlifetheactivityofthinkinginSocraticwayaboutmoralproblems.














LevelTwo

1.Librariesmadeeducationpossible,andeducationinitsturnaddedtolibraries;thegrowthofknowledgefollowedakindofcompound-interestlaw,whichwasgreatlyenhancedbytheinventionofprinting.

2.Thus,theunitythatshouldcharacterizethestrongsystemisdevelopedbyaffordingopportunitiesfordiversity,whichappearstobeessentialifeducationistodevelopinconsiderationoftheneedsofchildrenandyouth.

3.Behavioristssuggestthatthechildwhoisraisedinanenvironmentwheretherearemanystimuliwhichdevelophisorhercapacityforappropriateresponseswillexperiencegreaterintellectualdevelopment.

4.Whiletherearealmostasmanydefinitionsofhistoryastherearehistorians,modernpracticemostcloselyconformstoonethatseeshistoryastheattempttorecreateandexplainthe